The Socratic approach to questioning is based on the practice of disciplined, thoughtful dialogue. Socrates, the early Greek philosopher/teacher, believed that disciplined practice of thoughtful questioning enabled the student to examine ideas logically and to determine the validity of those ideas. In this technique, the teacher professes ignorance of the topic in order to engage in dialogue with the students. With this “acting dumb,” the student develops the fullest possible knowledge about the topic.